History of Education - Levi Seeley (top novels to read .txt) 📗

href="@public@vhost@g@gutenberg@html@files@27963@27963-h@27963-h-5.htm.html#CHAPTER_XXV" class="pginternal" tag="{http://www.w3.org/1999/xhtml}a">CHAPTER XXV Mohammedan Education 143   1. History of Mohammedanism. 2. The five Moslem precepts. 3. Education. 4. What the Mohammedans accomplished for science. 5. General summary of education during the Middle Ages.     CHAPTER XXVI The Renaissance 148   1. The great revival. 2. Principles proclaimed. 3. The movement in Italy. 4. In Germany. 5. Summary of the benefits of the Renaissance to education.     CHAPTER XXVII Humanistic Educators 155   1. Revival of the classics—their purpose. 2. Dante. 3. Petrarch. 4. Boccaccio. 5. Agricola. 6. Reuchlin. 7. Erasmus. 8. Pedagogy of Erasmus.     CHAPTER XXVIII The Reformation as an Educational Influence 164   1. Conditions at the beginning of the sixteenth century. 2. The invention of printing. 3. The rulers of the leading countries. 4. Intellectual conditions. 5. Luther. 6. Luther's pedagogy. 7. Melanchthon.     CHAPTER XXIX Other Protestant Educators 174   1. Sturm. 2. The Gymnasium at Strasburg. 3. The celebrated course of study. 4. Trotzendorf. 5. Neander.     CHAPTER XXX The Jesuits and their Education 182   1. The order. 2. Loyola. 3. Growth of the society. 4. Jesuit education. 5. Use of emulation. 6. Estimate of their educational work. 7. Summary. 8. The Port Royalists.     CHAPTER XXXI Other Educators of the Sixteenth Century 190   1. Roger Ascham. 2. Double translating. 3. Rabelais. 4. First appearance of realism in instruction. 5. Montaigne. 6. Summary of progress during the sixteenth century.     CHAPTER XXXII Education during the Seventeenth Century 200   1. Political and historical conditions. 2. The educational situation. 3. Compulsory education. 4. The Innovators.     CHAPTER XXXIII Educators of the Seventeenth Century 205   1. Bacon. 2. The inductive method. 3. Ratke. 4. His pedagogy. 5. Comenius. 6. The "Orbis Pictus." 7. Summary of his work. 8. Milton. 9 . Locke. 10. Fénelon. 11. His pedagogy. 12. La Salle land the brothers of the Christian schools. 13. Rollin. 14. Summary of the educational progress of the seventeenth century.     CHAPTER XXXIV Francke and the Pietists 231   1. Pietism. 2. Francke. 3. The Institutions at Halle. 4. The training of teachers. 5. The Real-school.     CHAPTER XXXV General View of the Eighteenth and Nineteenth Centuries 237   1. The abolition of slavery. 2. The extension of political rights. 3. Science as an instrument of civilization. 4. Religious freedom.     CHAPTER XXXVI Modern Educators—Rousseau 241   1. Life. 2. Pedagogy. 3. The "Émile."     CHAPTER XXXVII Modern Educators—Basedow 250   1. Life. 2. The Philanthropin. 3. Writings. 4. Jacotot.     CHAPTER XXXVIII Modern Educators—Pestalozzi 257   1. Childhood. 2. Schooling. 3. Life purpose. 4. The Christian ministry. 5. The law. 6. Farming. 7. Marriage. 8. At Neuhof. 9. Authorship. 10. At Stanz. 11. At Burgdorf. 12. At Yverdon. 13. Summary of Pestalozzi's work.     CHAPTER XXXIX Modern Educators—Froebel 272   1. Life. 2. As teacher. 3. His first school. 4. The kindergarten. 5. The "Education of Man."     CHAPTER XL Modern Educators—Herbart 278   1. Life. 2. Experience as a tutor. 3. As a university professor. 4. His practice school in the university. 5. Writings. 6. His pedagogical work. 7. Work of modern Herbartians.     CHAPTER XLI Modern Educators—Horace Mann 284   1. Life. 2. Work as a statesman. 3. As an educator. 4. His Seventh Annual Report. 5. Love for the common schools.     CHAPTER XLII The School System of Germany 289   1. Administration. 2. School attendance. 3. The schools. 4. Support of schools. 5. The teachers.     CHAPTER XLIII The School System of France 296   1. Administration. 2. School attendance. 3. The schools. 4. Support of schools. 5. The teachers.     CHAPTER XLIV The School System of England 304   1. Administration. 2. School attendance. 3. The schools. 4. Support of schools. 5. The teachers.     CHAPTER XLV The School System of the United States 309   1. No national system. 2. State systems—Administration. 3. School attendance. 4. The schools. 5. Support of schools. 6. The teachers.     APPENDIX Recent Educational Movements 315   1. The National Educational Association. 2. The National Bureau of Education. 3. The Quincy Movement. 4. The Herbartian Movement. 5. Child Study. 6. Parents' Meetings. 7. Manual and Industrial Training. 8. Material Improvements.  

HISTORY OF EDUCATION

CHAPTER I INTRODUCTION

The history of education begins with the childhood of the race, and traces its intellectual development step by step to the present time. As such history is academic in character, and furnishes information concerning the educational systems, methods, theories, and practices of the past, it should be placed early in the professional pedagogical course, to serve as the foundation for an improved educational science which profits by the experience of mankind. The history of education presents many of the great problems that have interested thoughtful men, shows how some of these have been solved, and points the way to the solution of others. It studies educational systems, selecting the good, and rejecting the bad, and introducing the student directly to the pedagogical questions that have influenced the world. For these reasons, the study of education should begin with its history.

Karl Schmidt says: "The history of the world is the history of the development of the human soul. The manner of this development is the same in the race as in the individual; the same law, because the same divine thought, rules in the individual, in a people, and in humanity. Humanity has, as the individual, its stages of progress, and it unfolds itself in them. The individual as a child is not a rational being; he becomes rational. The child has not yet the mastery over himself, but his environment is his master; he belongs not to himself, but to his surroundings. The oriental peoples are the child of humanity.... Classical antiquity represents the period of youth in the history of the world.... Christ is the type of perfected manhood. The history of the individual reflects and repeats the history of humanity, just as the history of humanity is a reflection of the history of the Cosmos, and the history of the Cosmos is an image of the life of God; all history, be it that of humanity or of the individual, of the starry heavens, or of the earth, is development of life toward God." "Where there is development, there is progress. Progress in history is only the more visible, audible, perceptible embodiment of God in humanity."[1]

In the study of the education of a people it is necessary first to become acquainted with their social, political, and religious life. To this end a knowledge of the geography and history of their country is often essential, because of the influence of climate, occupation, and environment, in shaping the character of a people. Examples of this influence are not wanting. The peculiar position of the Persians, surrounded on all sides by enemies, required a martial education as a preparation for defensive and offensive measures. Physical education was dominant among the Spartans, because of serfdom which involved the absolute control of the many by the few. No less striking are the effects of physical conditions upon all peoples in stimulating mental activity and in developing moral life, both of which processes are essential to true education. The intellectual product of the temperate zone differs from that of the torrid zone, the product of the country from that of the large city. For these reasons stress is here laid upon the geographical and historical conditions of the peoples considered.

For the same purpose we must study the home and the family, the foundations upon which the educational structure is built. The ancient Jew looked upon children as the gift of God, thereby teaching the great lesson of the divine mission of children and of the parents' responsibility for their welfare. This race has never neglected the home education, even when it became necessary to establish the school. The family was the nursery of education, and only when diversified duties made it no longer possible to train the children properly in the home was the school established. Even then the purpose of the school was but to give expression to demands which the home created. The spirit and purpose of the education of a people can be understood only when the discipline, the ideals, and the religion of the home are understood.

When we have learned the environment of a people, we are ready to study their elementary education. This takes us into the schoolroom, introduces us to the place where the school is held, indicates the course of study pursued, the discipline, methods of instruction, spirit and training of the teacher, as well as the results obtained. After this we are ready to consider the higher education, which completes the system and measures its efficiency.

Another task demanded of the student is to draw lessons from the educational systems studied, to note what can be applied to modern conditions, and to avoid the errors of the past. The product of a method, as shown in the character of the people pursuing it, is of great interest in estimating the value of a scheme of education.

Great movements have often been the outcome of the teachings of some individual who, inspired by a new idea, has consecrated his life to it. Through such men the world receives new and mighty impulses toward its enlightenment, civilization takes vast strides in its development, and man approaches nearer his final emancipation. Confucius, Socrates, Augustine, Charlemagne, Luther, Bacon, Comenius, Pestalozzi, Froebel, are names that suggest the uplifting of humanity and the betterment of the world. The study of the lives of these men, of their victories and their defeats, cannot fail to be an encouragement and a suggestive lesson to teachers of all lands and all times. The history of education must therefore consider the biographies of such men as well as their theories and their teachings.

Finally, modern systems of education are the outgrowth of the experiences of the past. They represent the results attained and indicate present educational conditions. Nothing can better summarize the total development reached, or better suggest lines of future progress than a comparative discussion of the leading school systems of the world. The last chapters of this book, therefore, are devoted to a study of the school systems of Germany, France, England, and America. These are typical, each being suggestive of certain phases of education, while one of them has largely influenced the education of several other countries. Each furnishes lessons valuable to the student of history. Although many practices in other countries may not be applicable to our conditions, the broad-minded, genuine patriot will not refuse to accept sound principles and good methods from whatever source derived.

It must not be forgotten that there is a vital distinction between Education and Schooling. Education takes